Our Intent
A Unique Child
At Barford Primary School, we recognise that every child is a competent learner who can be resilient, ambitious, confident and independent. We recognise that children develop in individual ways, at varying rates. Children’s attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebration and rewards, to encourage children to develop a positive attitude to learning. As a cohesive team, we share the core belief that creating life-long learners who are curious, creative, confident and display characteristics of effective learning begin in the Early Years. Our EYFS curriculum is designed to lay strong foundations so that the children develop the characteristics of an effective learner as well as having the knowledge and skills to be ready for the key stage 1 curriculum and beyond. We provide pupils with a safe and stimulating environment that will allow them to thrive.
Enabling Environments
The EYFS classrooms are organised to allow children to explore and learn securely and safely. There are areas where the children can be active, quiet, creative etc. The classroom has open ended learning areas, where children are able to find and locate equipment and resources independently. Children have access to outdoor areas, and are able to free-flow between the indoor and outdoor spaces. Being outdoors offers the children opportunities for doing things in different ways and on different scales than when indoors. They are able to explore, use their senses, develop their language skills and be physically active. We plan activities and resources both inside and outside enabling the children to develop in all the areas of learning.
Positive Relationships
We recognise that children learn to be strong and independent through secure relationships. We aim to develop caring, respectful, professional relationships with the children and their families and carers. We recognise that parents are children’s first and most enduring educators and we value being partners with them in their child’s education through:
● Meet the teacher stay and play sessions - The EYFS staff complete four weeks of stay and play sessions in the Summer term with children from the upcoming cohort in order to introduce themselves and allow the children opportunities to settle into the new environment. Sessions include a meeting with parents to gain as much information as possible about their child in order for staff to plan ahead and make the transition to school as smooth as possible.
● Parent meet the teacher evenings - Our welcome evening is another opportunity for parents to meet their child’s teacher and listen to an informative presentation about their child starting school. At this informal meeting parents have the opportunity to ask questions and chat to their child’s teacher about any concerns or information regarding their child starting school.
● Stay and Learn Sessions – Throughout the year parents are invited along to weekly ‘stay and learn’ sessions where the children work and learn alongside their parents. This allows parents to see what learning looks like in school as well as spending time within our EYFS environment.
● Operating an open-door policy for parents with any queries.
● Parents and children are given a ‘home learning journal’ that allows them to share their learning of skills at home with their teachers and friends in school. There is a set learning objective each week for the children to practise and evidence in their home learning journal.
● Offering three parent/teacher consultation evenings per year.
● Sending a report on their child’s attainment and progress at the end of the school year.
Implementation
Learning and Development
At Barford, we recognise as part of the DFE’s Statutory guidance, play is an integral component of the Early Years provision in order for children to consolidate key learning, for them to follow their own interests and collaborate positively with their peers and adults and consequently to build positive relationships.
At Barford Primary School we recognise that children learn and develop in different ways and have their own learning styles. There are seven areas of learning and development that must shape educational provision in Early Years settings. We value all areas of learning and development equally and understand that they are often inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
Please click on the class below to view the class timetable.
Our curriculum is sequenced and progressive to ensure all pupils move successfully through the Early Years and are ready to access the National Curriculum. Each term has a theme focus following the interests of young children. We plan a level of flexibility to allow for particular interests, events and celebrations to be explored and developed as and when they occur.
Impact
The impact of the EYFS curriculum is reflected in having well rounded, happy and confident children transitioning into Year 1. Our children are often amazing role models for others in school.
We measure progress and children’s learning across the year through formative and summative assessment which are based on the teacher’s knowledge of the child, their learning journeys and whole class journals. We utilise non-statutory guidance including: Development Matters and the statutory end of EYFS Early Learning Goals to inform our teacher judgements and recognising the next steps for individuals in their learning journeys.
The judgements of our school are moderated with other schools. This means judgements are secure and consistent with government guidelines. The EYFS Lead also takes part in Local Authority moderating events which the school also attends.
The teaching and pedagogy are reviewed and evaluated regularly through weekly team meetings and monitoring of EYFS Lead. These have an agenda and actions which are then reviewed in the following meeting. To support the wider EYFS team we hold regular CPD opportunities to inform our practice. We ensure that the areas we discuss and develop are reflected in changes and developments in our classroom practice.
The Early Years provision features in the School Improvement Plan and has a rigorous Action plan for development each year. This is monitored and evaluated by the EYFS Lead, the Head teacher, other Senior Management Team members and School Governors.
Please view our Early Years Policy here.